Newsletter No. 522

08 # 5 2 2 | 0 4 . 0 9 . 2 0 1 8 口 談 實 錄 / V iva V oce 尖子入讀中文系成為新聞,你認為這反映了甚麽? 其實香港也有太多尖子入讀醫科成為新聞的現象。社會一方面讚 揚選讀「乞食科」即是勇於追尋理想,另一方面又認同選讀「神 科」乃達至成功人生最穩妥的方法。我認為兩者在本質上並沒有 衝突:發展所長、追尋理想何以不能達至美滿的人生呢? 然而,港人似乎已經坦然接受了「興趣和所長都與自己的工作無 關」是必然的現實,倘若要維持生計,就注定要放棄自己的理 想。基於這個認知,社會發展出各樣不平衡的心理,譬如一方面 讚揚選讀「乞食科」的學生勇敢,但同時挑剔其動機、家庭背景 等,乃至否定該學生的價值和將來。在另一邊廂,又會批評選讀 「神科」的尖子功利,心底裏卻又會嚮往。 這是一種既羡且妒的心理? 對,升學選科之所以具備新聞價值,或多或少都與港人這種 「羨慕─妒忌」無法調和的心理有關。這種「變態」的心理產生 得十分「自然」、「平常」,這才叫人不寒而慄。一名學生要升學選 科,尋常得與「馬總統看手錶」一樣,卻被大肆報道,逼使學生要 經歷各界的拷問。 你曾有意當補習教師,是要做年薪過百萬的補習天王嗎? 中文科一直被稱為「死亡之卷」。我對中國文化情有獨鍾,但身邊 的同學卻完全沒有興趣,未免可惜。當初希望成為補習老師,並 非因為可觀的收入,而是希望改變學生對中文科的負面看法。學 校的中文老師面對多方面的局限,當一名補習老師反而能彈性地 設計課程,提升學生學習中文的興趣。 在中大修讀中國語文,可有滿足到你學問上的渴求? 在入大學前,我還擔心大學中文系跟中學一樣偏重語言技巧的訓 練。豈料中大中文系的教學內容多元化,課程涵蓋語言文字、古 籍文獻、古典文學和現代文學四個範疇。在濃厚的研究氣氛下, 學生既能開闊視野,又能作深入的分析,培養研究能力。中文系 的訓練讓我認識到世界比想像中還要大,在研讀語文時多開拓新 路徑。 求學時有遇到良師嗎?可否說說其中一位對你的影響? 我在中文系遇到的良師很多,我要感謝我的畢業論文指導老師 馮勝利 教授。他在韻律句法學、中西合璧的語體語法學的研究成 就啟發了我着手研究粵語句末助詞的特徵。他亦十分願意提携後 輩,慷慨地分享自己的研究技巧和人生經歷。 在國外頂尖學府的經驗,有影響你畢業後的打算嗎? 我到過耶魯、劍橋和里昂天主教大學交流。當中影響我最深的, 莫過於是一年級時的「新亞書院/耶魯大學交流活動」。與耶魯 學生緊密生活在一起,他們天文地理無所不知,真正展現了「通 識」的魅力。原本我只想埋首鑽研中文,回港後決定雙副修法文 和哲學。畢業後我打算報讀美國或歐洲的大學,繼續對語言的 探索。 熱愛中文,長於中文,可會令你在同齡的人中格格不入? 不會,各人各有所長,都會互相欣賞。 你會用廣東話還是書面語寫短訊? 我會混雜中英文書面語和口語,以及粵語拼音。我相信大多數香 港人也習以為常地混雜中英文溝通,而這正是香港粵語的特色所 在。我除了在一些莊重的語境下使用書面語外,日常短訊都沒有 刻意使用純廣東話或純書面語。 李謙諾 於2015年考獲五科三十二分,位列 公開試「尖子」,有條件報讀「神科」卻選 擇了中文系,因而被傳媒大肆報道。近年冠 在每一屆尖子頭上的光環未見減弱,李謙 諾對此現象另有一番見解。 Jonathan Lee was a top performer who achieved 32 marks in five subjects in the Diploma of Secondary Education (DSE) exam in 2015. He could have enrolled in any prestigious programme, but he chose to major in Chinese Language and Literature, which was hyped by the media. In recent years, top scorers of public exams have never failed to make headlines. Jonathan shared his view on this phenomenon. A top scorer choosing to major in Chinese makes newspaper headlines—what’s your view on this? There is also too much spotlight on top scorers entering medical schools. On one hand, our society would praise students majoring in literature for their courage to fulfil their dreams. On the other, the public would admire those who get into prestigious programmes, such as medicine, because those programmes promise a lucrative career. There is no conflict between the two. Why can’t students develop their potential and fulfil their dreams while striving for a happy life? The problem is most Hong Kong people accept the idea that the workplace is not where we should develop our interests and potential. If you want to earn a living, you have to give up your dreams. I fear that these stereotypes are deeply ingrained in our thoughts. The media not only pick on the motivation and family backgrounds of students who major in a ‘loser’s programme’, they also go as far as questioning their choices and the possibility that they can live a rewarding life. People also criticize students who major in the ‘winner’s programme’ for being too pragmatic, but in their heart of hearts, they know they are envious of them. How So? The media’s fascination with top scorers’ programme choices reflects the delicate difference between envy and jealousy. I do not think this is the way it should be. A student’s choice of his or her own degree programme shouldn’t be a subject of widespread reporting. Students shouldn’t be made to go through all the grilling, too. You once aspired to teach in a private tutorial school. Were you attracted by the lucrative incomes of celebrity tutors? The DSE Chinese exam is dubbed ‘the paper of death’. It's heartbreaking for me to see my classmates showing little interest in their own language. I wished I could fix the negative impression of learning Chinese among teenagers. While the work of a regular school teacher of Chinese is made difficult by various limitations, tutors at tutorial schools could design their courses more flexibly to better motivate their students. The huge monetary reward was not my major consideration. Does studying the Chinese language at CUHK quench your thirst for knowledge? Before entering the university, I was worried that Chinese would be taught in the same way as in secondary school which overemphasizes practical skills. Surprisingly, the curriculum affords me a close examination of the characteristics of the Chinese language, modern linguistics, and classical and modern literature. The solid training provided by the Department enables us to gain wider exposure and develop a stronger foundation to analyse the Chinese language. My training at CUHK has assured me that the world is larger than we thought. It also opens up new avenues in Chinese language studies. Who is the most impressive teacher you have met at CUHK? I have met many good teachers at the Department of Chinese Language and Literature, among whom I must express my hearty thanks to Prof. Feng Shengli , the advisor of my graduation thesis. His achievements in prosodic syntax and stylistic- register grammar inspired my research in sentence-final particles in Cantonese. He is very willing to give his students a hand and share his research expertise and life experience generously. Does your exchange experience in world-leading universities affect your planbeyond graduation? I went to Yale, Cambridge and Université Catholique de Lyon for student exchange. I enjoyed the New Asia College-Yale University Student Exchange Program (YUNA) most. It provided me an opportunity to make friends with people who are well versed in a broad spectrum of knowledge. This experience significantly broadened my horizons and reinforced my interest in language learning. After returning to Hong Kong, I decided to minor in French and Philosophy. I plan to apply for postgraduate studies in the US or Europe to continue my exploration in linguistics. As a Chinese language enthusiast, have you ever felt like being the ‘odd man out’ among your peers? We are all different. Everyone has his/her own unique gifts and abilities. We can all learn from one another. Which language do you prefer to use for sending text messages, Cantonese or written Chinese? I believe I am similar to most Hong Kong people who habitually code-mix written and spoken Chinese, English and Cantonese Romanization. Code-mixing is a crucial characteristic feature of Cantonese in Hong Kong. While I would use written Chinese in formal occasions, I swap between Cantonese and written Chinese in sending text messages. Christine H. • 中國語言及文學系四年級生 Year 4 Student of Chinese Language and Literature • 三度獲文學院院長榮譽錄及新亞書院優異生獎 On the Dean’s List and Head’s List (Merit), New Asia College, for three consecutive years • 2017/18滙豐香港獎學金得主 Recipient of the HSBC Scholarship 2017/18 • 連續兩屆冼為堅中大金禧文史哲獎學金得主 Recipient of the Sin Wai Kin CUHK Golden Jubilee Scholarship in Arts, History and Philosophy for two consecutive years 李 謙諾 Jonathan Lee

RkJQdWJsaXNoZXIy NDE2NjYz